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A Typology of Service Patterns in End-Stage AIDS Care: Relationships to the Transprofessional Model
Published in David Alex Cherin, G. J. Huba, AIDS Capitation, 2021
G. J. Huba, Diana E. Brief, David A. Cherin, A. T. Panter, Lisa A. Melchior
Based on the five criteria described above for determining the number of components to retain, it was decided that five components would best describe the relationships among the service-type variables. These components are identified as: the Number of Evaluation Visits, the Number of Intensive Nursing Visits, the Number of Physical Therapy Visits, the Number of Psychosocial Visits, and the Number of Attendant Visits. For the Number of Evaluation Visits component, the variables with the highest loadings were the number of evaluation visits and the number of IV nurse visits. For the Number of Intensive Nursing Visits component, the variables with the highest loadings were the number of registered nurse visits and the number of LVN visits. For the Number of Physical Therapy Visits, the variables were the number of occupational therapy visits and the number of physical therapy visits. For the Number of Psychosocial Visits component, the variables were the number of MSW visits and the number of psychiatric nurse visits. Last, for the Number of Attendant Visits component, the variables were the number of homemaker visits and the number of home health aide visits.
ILF Neurofeedback and Alpha-Theta Training in a Multidisciplinary Chronic Pain Program
Published in Hanno W. Kirk, Restoring the Brain, 2020
Evvy J. Shapero, Joshua P. Prager
Physical therapy focuses on mobility, strengthening, and functional exercises to help re-establish muscular control for pain-free lateral movement and regular physical activities. Physical therapy may include mirror box therapy, graded motor imagery, and virtual reality to desensitize the patient from lateralized pain. Inactivity is a serious impediment to improvement in chronic pain, and can produce concurrent myofascial pain. Obesity is also a problem in chronic pain. Additional methods of care are provided when appropriate. These include restorative yoga, mindfulness meditation, nutritional counseling, massage, aqua therapy, chiropractic, substance abuse treatment, psychopharmacology, and other subspecialty consultations.
Implementation of the Exercise Prescription
Published in James M. Rippe, Lifestyle Medicine, 2019
Rachele M. Pojednic, Caroline R. Lovel, Sarah Tierney Jones
In the United States, the education requirement for PTs is a Doctorate of Physical Therapy (DPT).23 Prior to the DPT degree, a Master’s of Physical Therapy was the education required to practice. In addition to obtaining a degree, PTs must pass a state licensure exam. PTs work in a variety of settings, including but not limited to outpatient clinics and offices, inpatient rehabilitation facilities, home care, research institutes, hospices, fitness centers, and sports training facilities. The American Board of Physical Therapy Specialties (ABPTS) offers several certifications for PTs. The following are areas of specialization: cardiovascular and pulmonary, clinical electrophysiology, geriatrics, neurology, oncology, orthopedics, pediatrics, sports physical therapy, and women’s health. Though a certification is not required to work in any particular field, the goal of ABPTS is to promote high-quality physical therapy through acknowledging the knowledge and skill of specialty areas.24
Physiotherapists’ role in physical activity promotion: Qualitative reflections of patients and providers
Published in Physiotherapy Theory and Practice, 2023
Jacob J. Corey, Celina H. Shirazipour, Moni Fricke, Blair Evans
Whereas the core themes were informed by responses from both therapists and patients, we also identified cases where stories diverged when comparing those told within each participant group (i.e. physiotherapists’ stories compared to persons with disabilities). One tension underpinned the main justification for physical activity promotion within physiotherapy. All persons with disabilities perceived their therapist’s role as an expert in physical activity who could help them integrate physical activity into their lives to the extent that it had been prior to their disability or condition. Whereas four therapists held a similar view, the prevailing perspective shared by the other five therapists was more constrained to therapeutic goals of reducing pain, regaining range of motion, and optimizing mobility. PT-05 reflected on therapeutic goals when indicating that they often prioritized health promotion because of their resource limitations: It is not always practical to spend a large amount of time focused on [integrating physical activity into patients’ daily lives] when insurance only covers physical therapy for so long. You have so much else to do like getting range of motion back, reducing pain, and other therapeutic goals that directly relate back to what [physiotherapists] are assessed on now.
Flipped classroom versus traditional teaching methods within musculoskeletal physical therapy: a case report
Published in Physiotherapy Theory and Practice, 2022
Craig A. Wassinger, Beatrice Owens, Kara Boynewicz, Duane A. Williams
Health professions programs, including physical therapy, are tasked with delivering an increasing volume of content to prepare graduates as healthcare professionals (Lujan and DiCarlo, 2006). Beyond content, educators teach and train interpersonal skills, psychomotor skill techniques, and facilitate clinical reasoning across a wide array of clinical areas. Over the past two decades physical therapist education has evolved from a Bachelors level entry degree to a Doctor of Physical Therapy (DPT) degree. The shift in educational level combined with an increasing evidence base greatly expanded the content taught, yet corresponding increases in time for teaching this content has not kept pace (Adams, 2013; Veneri and Gannotti, 2014). Physical therapist educators, therefore, have been confronted with providing doctoral level education with increasingly strained time and resources (Gagnon et al., 2020).
Physical therapy in patients with systemic sclerosis: physical therapists’ perspectives on current delivery and educational needs
Published in Scandinavian Journal of Rheumatology, 2022
SIE Liem, NM van Leeuwen, TPM Vliet Vlieland, GMW Boerrigter, CHM van den Ende, LAJ de Pundert, MR Schriemer, J Spierings, MC Vonk, JK de Vries-Bouwstra
Patients in the CCISS cohort undergo annual, comprehensive assessment in the context of the multidisciplinary SSc care pathway at the LUMC (15). Here, patients are seen by a multidisciplinary team including a rheumatologist, a pulmonologist, a specialized rheumatology nurse, a physical therapist, and if needed, a dietician, an occupational therapist, a cardiologist, a gastroenterologist, or a dermatologist. During the assessment by the physical therapist, a Six-Minute Walk Test is performed. If patients have a problem that could potentially benefit from physical therapy, advice is given or, if needed, patients can be referred to a physical therapist in primary care. Apart from referrals by the physical therapist of the multidisciplinary SSc care pathway, patients can be referred by their treating rheumatologist, other physicians, or health professionals, or start treatment on their own initiative (direct access). For this study, we refer to non-physician health professionals with the term ‘health professionals’. In The Netherlands, physical therapy is fully reimbursed by the basic insurance from the first 20 sessions onwards annually. Coverage of the first 20 sessions out of the additional insurance depends on the individual insurance policy of a patient.